Second in a series
Re “Culver Park’s Splendid Rally and Comeback Triumph”
At Culver Park High School, the learning day is 8:05 to 12:30,mid-day being the cutoff because many of the students work in the afternoons.
Not only do they have ample time for accommodating traditional academic subjects, Principal Veronica Montes said the challenge this year at a new location was to shoehorn special music, arts and ROP classes into the truncated day and limited space.
With graduation looming tomorrow afternoon at 2 at Southwest College, Ms. Montes was asked if there is a distinction between her mission to continuation students and that of Principal Dylan Farris next door at Culver City High School.
“I don’t think there is a difference in how we accomplish that with the students,” she said. “Our goal is to prepare our students for life after high school, not just to get the high school diploma but to have the skills to work, to go to college, to do whatever is next for them.
A Slight Distinction
“It is how we do it that is different. My schedule is more flexible, individualized.”
Throughout the conversation, Ms. Montes emphasized the significance of flex in Culver Park’s curriculum and schedule.
She smiled across the desk. “Some kids are not morning people,” she said. “A lot of people are not,” Ms. Montes among them. “I manage in the morning,” she said, “but it is not my preference. With some kids, whatever their issues are in the morning, I am able to have them start with the second period and still have work to do when they get home.
“This, instead of fighting ‘get to school on time.’”
How about that for accommodation?
The even better news is that “we will have some schedule changes for next year that will provide a little more flexibility. The days will be a little longer so students can stagger when they come in and out.”
One Culver Park student has a baby, “and he is dealing with child-care issues in the morning. So he comes a little later.”
Ready to Graduate
With a 16 to 18 age range, “our students primarily are 11th and 12th graders,” Ms. Montes says. “We have four fulltime teachers, each with different credentials – social studies, English/math teacher, art teacher and a science teacher. Our direct instruction is more one-on-one than in a group.”
What constitutes a successful school year for Ms. Montes, who is completing her first term here?
“In my perfect world,” she says with a smile, “you know, the one I like to live in, 100 percent of my students will graduate on time. Since this is our first year, we did not quite hit that.
“But something that was great about this year is that 100 percent of the students have a plan – the seniors, especially – to graduate.
“For some kids, that is by June. They have finished already. For some, they did not quite meet all of the course requirements, and we already have them set up for going to the Adult School to finish the classes they need. For other students who were far behind, the other option is looking at the Adult School diploma requirements. They need 180 credits in the Adult School vs. the 220 you need in a traditional high school and Culver Park.
“There is no difference in the core classes,” said Ms. Montes, “only in the electives required. For some of my kids, that is the direction.
“One hundred percent of them have a plan right now, and that is awesome.”
Her expression softened into that of an understanding mother, which Ms. Montes happens to be.
Glancing at the calendar in her office, she said that “this is the time of year when kids who were not going to finish, kind of gave up. They were a little rambunctious in class. But because everybody has a plan, there is something for them to be doing.”
Ms. Montes has met separately with each student and the parents in every case, and individually stylized the schedule to span the broadest number of needs.
And that is how you winningly manage a successful continuation high school.
